Dealing with difficult behavior is a matter of awareness of the factors involved in prediction, prevention, and instruction. This means three things: Teachers know, or can be assisted in thinking through the environmental events and contexts that are associated with higher probabilities of problem behavior. Second, teachers can actively manipulate many of the environmental or contextual variables under their control in ways that increase the odds of students being engaged. Finally, instruction that is designed and delivered in a way that addresses student needs and skill levels is key.